ENGLISH 1110.01: FIRST-­‐YEAR ENGLISH COMPOSITION “Roots and Fruits: Tracing Food Impacts” Section 30266; 10:20am-­‐11:15am, MWF 243 Enarson Classroom Bldg The Ohio State University, Columbus Spring 2014 Dr. Danille Elise Christensen MAILBOX: 421 Denney Hall (Department of English main office) OFFICE: 525 Denney Hall OFFICE HOURS: Tuesdays and Fridays 1:30-­‐3pm and by appointment • Please email me 24 hours in advance to set up an appointment during regular office hours. EMAIL: christensen.167@osu.edu (expect a response within 48 hours M-­‐F). • Remember, email is best suited to quick communication regarding class attendance, questions regarding assignments, or minor concerns. For more substantive issues, please come to office hours. “Corn: The Food of the Nation” by Lloyd Consult the following guidelines before sending me an email: Harrison (US Food Administration, c1918). Library of Congress Prints and Photographs, LC-­‐ http://www.wikihow.com/Email-­‐a-­‐Professor USZC4-­‐10124 CARMEN: Class readings, detailed assignment sheets, grading rubrics, study guides, announcements, and other resources will be posted on Ohio State’s course management system, Carmen. Go to Carmen.osu.edu, login, then click on our course name. For troubleshooting and tips on how to use Carmen, click on “help” in the top toolbar. • Most assignments will be submitted via Carmen. If you’re having technical difficulties uploading an assignment, make sure that you’re using a stable Internet connection and that you haven’t used symbols (such as %, &, ", or ’) in file names. Email me immediately to explain that you are trying to meet the due date. Then contact the Carmen Help Desk (carmen@osu.edu or 614-­‐688-­‐HELP). Tell them the name and number of this course, your name.#, your computer's operating system, and the browser you’re using. WELCOME TO ENGLISH 1110.01! In this first-­‐year writing course, you’ll develop your ability to analyze and communicate ideas. By the end of the semester, you’ll have completed an original research project and presented your findings to an audience of your peers. Our course theme—“Roots and Fruits: Tracing Food Impacts”—is a rich and broad one. Food is a basic and ubiquitous part of everyday life—a fact that makes it both taken-­‐for-­‐granted and useful as a tool for establishing and communicating social hierarchies, allegiances, and other relationships of power. Practices with food—its production, processing, display, and consumption—send powerful messages about social identities, realms of influence, and moral stances. Yet most people in the United States today know little about where foods come from or how their use impacts the physical and social worlds. Your task is to identify a food advertisement of interest—such as the corn poster reproduced above—develop analytical research questions, explore secondary texts (“background,” “arguments” and “methods” sources), and make claims that are connected to and supported by the evidence you discover. As you analyze how people have promoted the food you’ve chosen, you’ll focus on an “impact” of your choice. Your research might investigate how your food item has been tied to nationalism; or you might look at how your food item illuminates the intersections of race and/or class and food access, the gender politics of food production or consumption, the environmental and human health impacts of producing your food, or a number of other 1
ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014) issues. This is not merely a report: instead, you’ll ask why these impacts matter by showing how your food is promoted in ways that help specific groups access (or withhold) power and influence. Activities and assignments in and out of class will guide you through the process and prepare you to frame what you have learned for a public audience at the English 1110 Symposium. Symposium presentations will take a BACKtalk format: a 5-­‐
minute Power Point A/V presentation consisting of 15 images, each accompanied by 20 seconds of text. As you work on the BACKtalk throughout the semester, you’ll reflect on the research process, the relationship between visual and written text, and the craft of writing. GOALS. As part of the general education curriculum, this course will help you develop skills in written communication and expression, reading, critical thinking, oral expression and visual expression. By the end of the semester, you should be able to 1) communicate using the conventions of academic discourse and 2) read critically and analytically. You’ll also be more alert to the implications of your own food choices and practices, and to the strategies advertisers use to influence your behavior.
REQUIRED COURSE MATERIALS Readings and other materials will be posted on Carmen under “Content” as the term progresses; readings are organized by week and day (e.g., “Class 1A” = Week 1, Monday; “Class 1B” = Week 1, Wednesday, etc.). • Rosenwasser, David, and Jill Stephen. Writing Analytically 6th Ed. Boston: Thomson, 2012 (WA) • Book chapters, articles, and links posted on Carmen. If assigned readings are from academic journals to which The Ohio State University subscribes, the full reference will be provided, and you’ll need to find and download the .pdf using the library databases. PLEASE NOTE: You will need to have access to all assigned readings during each class meeting, either in hard copy or digitally. Failure to bring required materials restricts your ability to participate fully in class and may be treated as an absence. Please annotate (“take notes on”) your readings, either on a hard copy or with electronic highlighting/”post-­‐it” notes. Study guides will help you narrow your focus and develop efficient reading strategies. ASSIGNMENTS EXTRA CREDIT (15 POINTS) The ever-­‐increasing number of international students at OSU offers us all an opportunity to learn about other cultures. Therefore, I encourage you to participate in the Office of International Affairs English Conversation Partners program. However, I know it’s a big program and may not be easy to get into. So I offer an extra-­‐credit incentive in the form of a mini “Conversation Partners” program among members of our 1110 class. If you’re interested in learning more about a culture that is not your own, improving your English, or helping a classmate improve, please talk to me early in the semester. You’ll need to meet 3 times for at least 30 minutes each time; at the end of the semester, submit a short summary of what you did each time and what you learned. ATTENDANCE is important to the success of this class and to your development as a writer. Excused absences, such as those for documented illness, family tragedy, religious observance, or travel for inter-­‐collegiate athletics, will not affect your grade. It is your responsibility to contact me as soon as possible if you miss class and to provide documentation for a legitimate excuse within three days of the missed class period. If you must miss class and an assignment is due, make arrangements to turn it in early (contact me in advance about how to submit early work). See also “Due dates and late work,” below. •
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ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014) Final course grades are determined on the basis of a cumulative point system (max 1000 points). ASSIGNMENT % OF COURSE TOTAL POINTS Preparation and Participation (25%) • “Taking stock” assignments (Annotations #1-­‐2, study 10% 100 guide spot checks, net.Tutor tests, Midterm conference, End-­‐of-­‐Semester reflection) 5% 50 • In-­‐class contributions and professionalism 10% 100 • Peer Responses (editing workshops, active listening) Analytical Research Project (50%) 10% 100 • Primary Source Analysis 10% 100 • Annotated bibliography 10% 100 • Secondary Source Integration 20% 200 • Analytical Research Paper Symposium Presentation (25%) 5% 50 • BACKtalk outline 20% 200 • BACKtalk presentation (Power Point slides and script) PREPARATION AND PARTICIPATION (25%). Your active, thoughtful participation is crucial to your success and to that of your classmates. Effective and innovative thinking involves priming the pump (reading and generating questions before class), articulating questions and connections, offering feedback on others’ ideas, and responding to their perspectives on your own work. The participation module thus encourages and rewards your preparation and involvement: • “Taking stock” assignments (100 points; 10% of overall grade) help me check in with you throughout the semester. These include two preparatory assignments (Annotations #1 and #2 (3%), periodic spot checks about the course readings (2%), a mid-­‐term conference (2%), and an end-­‐of-­‐semester reflection (2%). You’ll also complete four OSU library (net.TUTOR) tutorials and pass two of the four quizzes (5 points each; 1%) before February 7. The net.TUTOR quizzes are listed in the syllabus and can be accessed through Carmen=>Activities=>Quizzes. • In-­‐class contributions/professionalism (50 points; 5% of overall grade): An average (i.e., C) grade means that you speak regularly in class, that you are respectful of your classmates and on-­‐task during group work and in-­‐class writing, and that you complete assigned online tutorials. Superior participation happens when students add a great deal to the conversation and to collaborative projects. In-­‐class contributions may also involve responding to spot checks—that is, questions that gauge how well you’ve engaged with the day’s reading assignments. I’ll be looking for positive class participation—talk that sparks a meaningful dialogue about some aspect of the session’s reading—rather than speaking for speaking’s sake. Excessive or consistent tardiness (or early departures) will also affect your grade. At the end of the term, you’ll propose your own in-­‐class contribution grade based on the criteria outlined above. • Peer Responses (100 points; 10%). Communicating effectively involves active listening as well as written feedback. You’ll have the opportunity to respond in varied, structured ways to the work of your peers, and in return you’ll receive valuable feedback from them. Workshop dates are noted in the syllabus. IF YOU ARE ABSENT OR DO NOT BRING PAPER COPIES OF YOUR DRAFTS ON WORKSHOP DAYS, YOU WILL LOSE ALL POINTS FOR THAT PEER RESPONSE. Please make arrangements to print your work early. You should also always upload a draft of your paper to the Carmen dropbox on workshop days; I won’t grade the draft, but I’ll have a record of who was prepared for class.
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ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014) ANALYTICAL RESEARCH PROJECT (50%). The ARP builds the following skills: Identification of appropriate primary sources for analysis, use of university library databases, application of analytical frameworks and rhetorical methods, analysis of primary and secondary sources, synthesis of multiple critical viewpoints into new interpretations, robust thesis development, awareness of the composition process, application of appropriate style and grammar. Grades will be awarded throughout the semester for the following ARP components: •
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PSA: Primary Source Analysis (100 points; 10%). Using the rhetorical methods we’ll discuss in class, you’ll analyze a source that promotes your chosen food item (most likely a print ad, poster, or 30-­‐second commercial) and write a 2-­‐ to 3-­‐page essay that highlights important patterns you’ve noticed and that generates guiding research questions. More specific instructions will be available on Carmen. Annotated Bibliography (100 points; 10%). You’ll create an annotated bibliography that cites, summarizes, and evaluates four sources that will help you interpret your primary/exhibit source. More specific instructions will be available on Carmen. SSI: Secondary Source Integration (100 points; 10%). In a 3-­‐ to 4-­‐page essay, you’ll revisit your work in the PSA and the Annotated Bibliography by extending or rethinking one of your preliminary analytical claims and integrating evidence from two secondary sources. More specific instructions will be available on Carmen. Analytical Research Paper (200 points; 20%). Building on your SSI, you’ll write a 6-­‐ to 7-­‐page essay that is a strong, complex, clearly written and organized analysis of your primary/exhibit source. The paper will integrate background, method, and argument sources, as well as evidence from the exhibit source itself, and it will demonstrate your ability to cite your evidence properly in MLA format and to follow the conventions of grammar and style in academic prose. More specific instructions will be available on Carmen. ENGLISH 1110 SYMPOSIUM (25%). This symposium will be your opportunity to share and receive feedback on your primary source and secondary research. During the symposium, you’ll present your preliminary conclusions to your classmates in a 5-­‐minute Power Point A/V presentation consisting of 15 images, each accompanied by 20 seconds of text (we’ll refer to this as the “BACKtalk” format). You’ll learn to understand genre expectations, make appropriate rhetorical decisions with regard to intended audience, and cite digital and visual sources completely and ethically. The symposium itself will require careful listening and responding to presentations in oral and written form. Grades will be awarded for the following components: • Presentation outline (50 points, 5%) • BACKTalk presentation: slides, delivery, and script (200 points, 20%) Effective Power Point design will be included in course instruction, and more assignment details will be available on Carmen. THE FINE PRINT: POLICIES AND PROCEDURES IN THE CLASSROOM CLASSROOM CLIMATE: Learning to express one’s ideas is a vital part of educated citizenship. Our classroom can be a safe space characterized by an open, engaged, and supportive environment. In pursuit of this goal, I’ll treat each of you with the courtesy that I expect from you. This includes being on time for class, coming prepared to participate, speaking respectfully to others, and listening to new or different perspectives. We will not discriminate against or criticize each other based on gender, ethnic origin, sexual orientation, disability, or any other factor. Behavior that violates this classroom climate policy will not be tolerated. CELL PHONES AND OTHER PERSONAL TECHNOLOGIES: Because your full participation is required for your success in this course, the distracting conveniences of modern communication and technology are off limits during class 4
ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014) time. Please turn off your cell phone and other electronic devices before you enter the classroom. Never answer or place a call or send a text message in class. If you use a laptop or other electronic device for readings or notetaking, please tell me early in the semester. I’ll expect to see your eyes regularly as an indication that you’re on task. (If you have an urgent reason for needing cell phone access, please talk to me.) CLASS CANCELLATION: If class is cancelled due to emergency, I will post a notice on the “News” feature of Carmen and request that a note be placed on the classroom door. In addition, I’ll post instructions as soon as possible following the cancellation to let you know how to complete the day’s work and what will be expected of you for our next class meeting. WRITTEN WORK GENERAL GUIDELINES: • Our course focuses on analysis rather than mechanics per se, but I’ll be looking to see that you’re applying the guidance you receive regarding spelling, grammar, and punctuation errors. You should proofread carefully and not rely solely on your computer’s spell-­‐check tool. Papers that are riddled with mechanical problems are unlikely to receive an A (“exceptional”) grade, especially if we’ve addressed how to fix those errors in class. • Quote sparingly, since I want to see that you can explain an author’s ideas in your own words. Whenever you paraphrase or quote directly, you must cite your sources (and provide page numbers for quotations). • Finally, take care to address each component of the assignment, set up the context for your argument, and provide detailed examples to illustrate your points. FORMAT FOR WRITTEN ASSIGNMENTS: Please use the following format for all written work in this class. • Typeface: Use Times New Roman or Calibri, 12-­‐point font. • Margins: One inch on all sides. • Quotations: Any material that you use verbatim from other sources must be placed between quotation marks and properly cited in Modern Language Association (MLA) style. Please also use proper documentation style for in-­‐text citations when paraphrasing sources. • Page numbering: Each page should have a page number. • Identifying information: Include your name and e-­‐mail address, the title of your assignment, and the date at the top of every paper (single-­‐spaced). ACADEMIC AND PERSONAL MISCONDUCT: Every student will be treated equally according to the policies of this course and the University. I encourage studying and working together; however, you must complete all written assignments using your individual effort (I will not tolerate copying, cheating, or plagiarism. This includes cutting and pasting information from the Internet). Plagiarism is the unauthorized use of the words or ideas of another person. You MUST give credit (by using quotation marks and/or citing sources) whenever you: a. Quote another person's actual words, either oral or written; b. Paraphrase/summarize another person's words, either oral or written; c. Use another person's idea, opinion, or theory; or d. Borrow facts/statistics/other illustrative material, unless the information is common knowledge. Plagiarism is a serious academic offense that can result in referral to the Committee on Academic Misconduct and failure for the course. In addition, it is a violation of the student code of conduct to submit without the permission of the instructors work for one course that has also been submitted in fulfillment of the requirements of another course. For additional information, see the Code of Student Conduct. I recognize that “plagiarism” is understood differently in different contexts; for instance, expectations about what is appropriate use of another’s work varies among cultures and situations. Therefore, we’ll use OriginalityCheck, a Carmen tool that will compare your submitted assignments to various internet resources, 5
ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014) journal articles and/or other student writing at OSU. You’ll have a chance to check your drafts using this tool, and we’ll use the “originality reports” that are generated as a way to learn about U.S. academic expectations for citing research and attributing sources.
If necessary, please ask me for clarification about plagiarism or course policies before you hand in written work. I am obligated by the University to report academic and/or personal actions that may be deemed misconduct under the provisions of this code. Faculty Rule 3335-­‐5-­‐487 states, “It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The term ‘academic misconduct’ includes all forms of student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee.” GRADING DUE DATES AND LATE WORK: Your work should be submitted in the designated format and at the time indicated in the Course Schedule (see below). It is your responsibility to keep a copy of each assignment. Late submission of an assignment will result in the deduction of 10% (i.e., one full letter grade) for each calendar day past the due date (e.g., B+=>C+); assignments submitted on the due date but after the appointed time will lose 5% (the Carmen dropbox keeps track of things like this). Remember that if you know you’ll miss class for an excused absence, you must turn your work in early (see Attendance, above). Unless otherwise negotiated, assignments missed because of unforeseen but excused absences will be due IN HARD (PAPER) COPY on the next day you are able to attend class. GRADING DISTRIBUTION: 93%+ (A), 90-­‐92 (A-­‐), 88-­‐89 (B+), 83-­‐87 (B), 80-­‐82 (B-­‐), 78-­‐79 (C+), 73-­‐77 (C), 70-­‐72 (C-­‐), 68-­‐69 (D+), 63-­‐67 (D), 60-­‐62 (D-­‐), 59 or below (E) GRADE APPEALS You may appeal any grade, but must wait at least overnight after receiving the grade to schedule an appointment for a grade appeal. Please use that time to review my critique and formulate a logical argument for appeal. Your appeal must be written, with the assignment or exam and my evaluation attached to the written appeal. These materials must be provided to me at least one day before the grade appeal meeting. Grade appeals must be made within one week of receiving the grade. POSTING OF GRADES OSU complies with the Family Educational Rights and Privacy Act, which provides for the protection of your personal records, including grade information. Grades will not be given out over the phone, mailed early, or distributed to your personal e-­‐mail account. GRADE OF INCOMPLETE A grade of incomplete is only granted under extraordinary circumstances. Please contact me immediately to discuss circumstances of this sort and to learn about procedures for requesting an incomplete. Approval of an incomplete is not automatic upon initiating a request. RESOURCES THE OMBUDSMAN OF THE WRITING PROGRAMS, Debra Lowry (lowry.40@osu.edu), mediates conflicts between instructors and students in Writing Programs courses. Her Spring 2014 walk-­‐in office hours in Denney Hall 441 are Monday, 1-­‐3PM, and Thursday, 9-­‐11AM. All conversations with the Ombudsman are confidential. 6
ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014) THE OSU WRITING CENTER offers free help with any assignment at any stage of the writing process (brainstorming, thesis development, revising, etc.). Please visit http://cstw.osu.edu/writingcenter or call 614-­‐
688-­‐4291 to make an appointment (plan ahead!!): • Face-­‐to-­‐face, 50-­‐minute tutorials at the main location (4120A Smith Lab, Monday-­‐Friday). • Online tutoring sessions via Carmen. Walk-­‐in appointments are possible at two satellite locations (Smith-­‐Steeb dorms AND Thompson Library; check http://cstw.osu.edu/writingcenter for hours). RESEARCH ASSISTANCE: Deb Kuzawa, University Libraries GAA, can provide assistance at any stage of the research process. She is available at the Writing Center in Thompson Library, from 11a-­‐1p and 5p-­‐7p Monday through Thursday. All sessions are drop-­‐in and last for up to 20 minutes. Deb can be reached at kuzawa.1@osu.edu. STUDENTS WITH DISABILITIES that have been certified by the Office for Disability Services will be appropriately accommodated and should inform the instructor as soon as possible of their needs. The ODS is located in 150 Pomerene Hall, 1760 Neil Avenue; telephone 292-­‐3307, TDD 292-­‐0901; http://www.ods.ohio-­‐state.edu/ QUESTIONS OR CONCERNS: I enjoy speaking with students during office hours, and many students find that meeting with me one-­‐on-­‐one helps them generate ideas and clarify requirements. Please email me at christensen.167@osu.edu to schedule an appointment. AMENDMENTS TO THE SYLLABUS: In order to meet the needs of class members and course objectives, this syllabus may be subject to change. I’ll make every effort to notify you in advance, both in person and in writing, but in the end you are responsible for any and all additional course information provided in class sessions or via electronic means throughout the semester, regardless of tardiness or absence. I encourage you to write down the name and contact information of 2 class members you can turn to if you have to be absent. It is your responsibility to check your Ohio State email account at least once a day. It is understood that by having received this course syllabus and attended class beyond the first two meetings of the term, you have reviewed the requirements and policies of this class, understand them, and accept them. FOR SCHEDULE OF READINGS AND ASSIGNMENTS DUE, SEE PAGE 8 AND FOLLOWING. 7
ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014) COURSE SCHEDULE English 1110.01 Spring 2014 “Roots and Fruits: Tracing Food Impacts” Christensen Date Topics: in class Monday, January 6 1A. [class cancelled due to extreme weather] Wednesday, 1B. Intro to semester: Writing and January 8 rhetoric Reading due o
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Friday, 1C. Summarizing and Synthesizing January 10 • Assignment Previews: Analytical Research Project (ARP) and Symposium o
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Monday, 2A. Food Impacts: Exhibit sources January 13 • Assignment Preview: Primary Source Analysis • Intro to advertising Wednesday, 2B. Food Impacts: More sources January 15 • BEAM (Background, Exhibit, Argument, Method) Sources • Fast food history o
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Assignments due Content=>Syllabus: S14 responses to 1B Syllabus study guide Content=>Class Aids=>Class 1B=>1B Study Guide Content=>Assigned Readings=> 1B WA, “Introduction” (5-­‐12), “Tips for Managing the Writing Process” (15-­‐16) [OR in your textbook] Assigned Reading 1B.1 “Rhetoric in ENG 1110” Content=>Assignment Guidelines: ARP overview, Symposium overview, Annotation #1 Writing Analytically (WA): “Analysis and Argument” (73-­‐
78) 1C.1. "You'll Never Learn: Multitasking While Studying" Complete Annotation #1; upload to dropbox before class begins and bring PAPER COPY to class (for peer review); also have access to a copy of Peer Review worksheet #1 PSA guidelines 2A Study Guide 2A.1 Parkin, “Campbell’s Soup” (2001) 2A.2 Inness, “Introduction: Thinking Food, Thinking Gender” (excerpt, 2001) 2B Study Guide 2B.1 Smith, “Encyclopedia of Fast Food and Junk food: Introduction” (2006) 2B.2 Freeman and Merskin, “Having It His Way” (2008) ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014) Friday, 2C. Workshop: exhibit sources January 17 • “The Method” o
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2C.1 Finding Exhibit Sources 2C.2 Analyzing Exhibit Sources Read/”play” all sections of the “Smart Research Strategies” module (including Zombie Cure game); quiz at Carmen=>Activities=>Quizzes (take net.TUTOR “Research Strategies” quiz) Bring printed food ad (not from groc. store) to class. Monday, January 20 University closed for Martin Luther King Jr. Day Wednesday, 3B. Beyond Observation: Asking “So January 22 What?” o
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Friday, 3C. Workshop: 10-­‐on-­‐1/invention January 24 • Peer review workshop #2 3B Study Guide WA, Ch. 2 – Analytical Toolkit (23-­‐35) 3B.1 Bering, “Culinary Racism” (2011) o
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3C Study Guide WA, 10-­‐on-­‐1 overview (223-­‐
225) Upload Ann#2 to dropbox; bring two exhibit source “contenders” and Ann #2 (PAPER COPY) to class o
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4A Study Guide 4A.1 “Rhetorical Devices” 4A.2 Corn Refiner’s Association 4A.3 Sugar Is Killing Us (fb) Monday, 4A. Rhetorical Devices January 27 • Tropes and figures of speech o
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4C Study Guide (search term worksheet) Ann. Bib. guidelines 4C.1 Specialized Databases (tutorial) 4C.2 Searching the Library Catalog (tutorial) o
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(Submit net.TUTOR quizz[es] before class begins) (Final PSA due before 8 pm) 5A Study Guide 5A.1 Belasco, “Convenience: The Global Food Chain” (2008) WA, Ch. 2 – Paraphrase x3, Go-­‐to sentences (36-­‐42) ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014) Wednesday, 5B. Counterproductive patterns of mind o
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Friday, 5C. Workshop: Annotated bibliography February 7 • Peer review workshop #4 •
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5C.1 complete Citing Tutorial (Submit net.TUTOR quiz—last chance) BRING two finished annotations to class (PAPER COPY) ○
6A Study Guide WA, Ch. 4 – Analytical Toolkit 2 (85-­‐103) 6A.1. Pollan on Joel Salatin Final Annotated Bibliography due in Carmen dropbox before class begins 6B Study Guide WA, Ch. 5 – Writing About Reading (111-­‐13, 117-­‐19) 6B. 1 Dreher on Salatin 6C Study Guide SSI guidelines WA, Ch. 13 – Using Sources Analytically (267-­‐81) 7C Study Guide WA, Ch. 8 – Evidence vs. Claims (165-­‐74, 187-­‐89) WA, Ch. 14, Integrating quotations (306-­‐09) 7B Study Guide WA, Ch. 6 – Plausible interpretations (133-­‐49) 7C Study Guide 7C.1 Lindenfeld, “Documentary Food Films” 8A Study Guide WA, “Paragraph Structure” (334-­‐42) Food Inc., excerpt Monday, 6A. Rhetorical Analysis: Going Deeper February 10 ○
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Wednesday, 6B. Reading well February 12 ○
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Friday, 6C.Using Sources Analytically February 14 • Secondary Source Integration (SSI) assignment preview ○
Monday, 7A. PSA-­‐>SSI: Making the Transition February 17 ○
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Wednesday, 7B. Interpreting sources, establishing February 19 contexts ○
Friday, 7C. Outlining and structure February 21 ○
Monday, 8A. Shaping the SSI February 24 ○
Wednesday, 8B. Workshop: SSI February 26 • Peer review workshop #5 10
5B Study Guide WA, Ch. 2 – Analytical Toolkit: (42-­‐52) 5B.1 Engber,”Give Me Your Tired, Your Poor…” (2009) 5B.2 Sifferlin, Food Deserts (2012) ○
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SSI full draft due in Carmen dropbox; BRING PAPER COPY ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014) Friday, 8C. PowerPoint workshop February 28 ○
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8C Study Guide 8C.1 “Sourcing and citing” Monday, 9A. Preparing for the Symposium March 3 • BACKtalk assignment preview ○
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Wednesday, 9B. Thesis development March 5 ○
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Friday, 9C. Workshop: SSI, take II March 7 • Thesis/organization in the SSI •
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Post-­‐SSI peer review = peer response #6 Final SSI due in dropbox by 10am Saturday, March 1. 9A Study Guide BACKtalk guidelines WA, Ch. 10: Using Evidence to Build a Paper: 10 on 1 (207-­‐
225) 9B Study Guide WA, Ch. 11 – Evolving Thesis (227-­‐49) 9C Study Guide BRING HARD COPY WA, Ch. 12 – Recognizing and of your FINAL SSI to Fixing Weak Thesis Statements class (255-­‐64) March 10-­‐ University closed for spring recess March 14 Monday, 11A. Conferences [no class meeting] March 17 BACKTALK outline (draft) due in Carmen dropbox by beginning of your conference slot; bring PAPER COPY Wednesday, 11B. Conferences [no class meeting] March 19 Friday, 11C. Final Symposium prep March 21 ○
Monday, 12A. Symposium Day 1 March 24 • Active Listening = peer response #7 Wednesday, 12B. Symposium Day 2 March 26 11
Active Listening guidelines BACKtalks and active listening responses (check online spreadsheet to determine your role each day); slides and script due in Carmen dropbox at 8AM on the day you’re scheduled to present. Same as above ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014) Friday, 12C. Symposium Day 3 March 28 Same as above Monday, 13A. Symposium Day 4 March 31 Same as above Wednesday, 13B. Symposium Day 5 April 2 Same as above Friday, April NO CLASS: Dr. Christensen away at 4 conference BACKtalks and active listening responses Monday, 14A. Symposium Day 6 April 7 Wednesday, 14B. Transforming the SSI April 9 • Final Analytical Research Paper assignment preview ○
Final ARP guidelines Friday, April 14C. Intros and conclusions 11 ○
14C Study Guide WA, Ch. 16 – Intros and Conclusions (349-­‐66) ○
Monday, 15A. Review of academic writing April 14 conventions: sentence-­‐level issues ○
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15A Study Guide WA, Ch. 17 – Revising for Style (375-­‐89) Wednesday, 15B. Studio day: ARP April 16 Bring laptop to class Friday, April 15C. Workshop: ARP 18 • Peer review workshop #8 ARP full draft due in Carmen dropbox before start of class; bring PAPER COPY (+ ARP grading rubric) to class End of semester reflection and Participation grade proposal due Final ARP due in dropbox before 9:45am Monday, 16A. Wrapping Up April 21 • Evaluations Wednesday, [NO EXAM] April 23 12
ENG 1110.01: First-­‐year Writing, “Roots and Fruits: Tracing Food Impacts,” Christensen, Spring 2014 (REV 1/6/2014)